Abstract
The purpose of this study is to understand how field-based supervisory practices support preservice teachers’ conceptualizations of reflective practice, curriculum inquiry, and social justice-oriented pedagogies. Moving away from the more traditional supervisory triad model (e.g., preservice student--cooperating teacher--university supervisor), our qualitative investigation examined five supervisory practices: formal observation, Lesson Study, video debriefs/observations, guided observations, and participation in Intellectual Learning Communities (ILCs). Through a case study of two preservice teachers, this study highlights how these supervisory practices helped support preservice teachers’ notions of reflective practice and curriculum inquiry but did not deepen their notions of social justice and inclusivity.
Rights and Access Note
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Recommended Citation
Price-Dennis, D., & Colmenares, E. (2021). Exploring the Impact of Field-Based Supervision Practices in Teaching for Social Justice. Journal of Educational Supervision, 4 (2). https://doi.org/10.31045/jes.4.2.1
DOI
10.31045/jes.4.2.1
Included in
Curriculum and Instruction Commons, Elementary Education Commons, Elementary Education and Teaching Commons
Rights Statement
